differentiated

instruction.

S TRAINER TRAINING
S S&S
Communications
MANUAL
PREPARED BY
WILLIAM STEWART
Image by Alkaisi, (2011)
DIFFERENTIATED WHAT AND WHY?

INTRODUCTION
INSTRUCTION
Differentiated instruction is an instructional approach that entails teaching students with
different abilities in the same classroom in order to accommodate variances in prior knowledge
and experiences, readiness, language, culture, learning preferences, and interests (New York
State Education Department, 2008). It allows instructors to individualize learning in a classroom
of diverse students with the goal of helping different students reach the same learning goals
through different paths (Hirsch, 1999).

The efficacy of differentiated instruction rests on key principles.  Gardner (1983) established
that non-traditional, adult learners possess intelligences, or areas of strength, relative to
learning that represent the need to individualize instruction to leverage those strengths and
thereby help them learn in a manner unique to them and more effective. Adult learners also
tend to be self-directed as established in Knowles' (1970) theory of adult learning.  As they
progress in their learning, they become more independent and draw from their unique personal
experiences, further necessitating an individualized approach to training (Hirsch, 1999).   

S & S Electronic's staff is increasingly comprised of employees from diverse backgrounds and
cultures resulting in diverse learning needs.  As a result, it is necessary for all training
department staff to institute differentiated instruction into all new trainings beginning with the
upcoming year.  This training manual will serve as the official guide to training staff
by explaining differentiated instruction and showing how to implement this approach into
training sessions to meet the needs of a diverse and multicultural adult learning audience.
Differentiated strategies that support HOW?

STRATEGIES
diverse and multicultural adult learners
It is important to understand that though the diversity of learners can rest on a wide variety of
characteristics, the overall goal is to train employees in a manner that helps them achieve the
learning objectives established in a training program.  Accordingly, differentiated instruction
does not compromise learning objectives and does not merely consist of offering different
assessment options to learners.  It is a focused effort that capitalizes on each learner's
characteristics that affects his or her ability to achieve learning objectives.  There is no "one size
fits all". Differentiated instruction begins by first developing an understanding of the
characteristics of each learner so that the trainer can then choose appropriate strategies to
match each trainee's learner profile. 

The learner profile will be constructed using two instruments. A pre-test will be administered to
measure trainees' existing knowledge and readiness to learn and a post-test to determine the
level of learning accomplished. The Felder-Silverman Learning Style Model assessment will be
administered due to its simplicity and inclusion of elements from other effective learning style
inventories, such as Kolb's Learning Style Inventory and Gardner's Multiple Intelligences Theory.
 The following elements will be measured:

Sensing vs. Intuitive

Visual vs. Verbal
Active vs. Reflective
Sequential vs. Global/Holistic (Blackburn, 2009)
 HOW?
Differentiated strategies that support

STRATEGIES
diverse and multicultural adult learners
Tiered Assignments - Learners exponentially build upon individual learning involving a series
of learning activities that increase in complexity of task and thought (Mann, 2008).

Group Discussion - Adapted from techniques such as literature circles and group debate,
learners are assigned to small groups to participate in discussion by offering personal insight on
all aspects of the concepts and make key connections (Hirsch, 1999).

Pair-Share - A discussion strategy that pairs learners based on cultural factors and learning
preferences to discuss answers to pre-determined questions and share their answers with the
training class. This strategy encourages critical thinking and active listening (Hirsch, 1999).  

Mentor Study - Translated from academic application, this strategy involves pairing learners
with senior staff members in a temporary, working partnership centered on real-world
application of specific concepts learned in the training program (Hirsch, 1999).

Model Building - A method for creating a written representation of concepts to inform others in

the training program (Hirsch, 1999).

Simulation - A learning activity resembling a realistic situation that promotes critical thought,
decision-making, problem-solving and concept exploration (Jeffries, 2008).

Choice Boards - Learners choose activities on a “tic-tac-toe” board structured to require

completion of learning objectives (Adams & Pierce, 2010).
 HOW?
EXAMPLES

EXAMPLES
01
Tiered Assignment
 A dual-level project on repairs for common Internet routers and switches in which the degree
of direction is contingent upon learner levels and preferences. Learners are directed to conduct
literature and experiential research on specific product models.  A second assignment consists
of learners applying fact-based information to predesigned repair problem situations.

02
Group Discussion
Learners are assembled into small groups based on repair characteristics of specific digital
video recorder (DVR) models.  They discuss all aspects of repair requirements, including
standard operating procedures, problems and challenges.

03
Pair-Share
A question regarding various customer service problems that can arise when conducting
on-site repairs in the field is first posed.  Learners are then paired to discuss aspects of
these issues with a focus on resolution of customer dissatisfaction, concerns with product
technology, and customer training on how to operate equipment.

04
Mentor Study
Teams of no more than three learners are assembled and assigned to a senior-level
technician who serves as a mentor. They accompany the technician on service calls, observe
and document key functions of the repair and customer service process.  The teams
subsequently meet to discuss each learner's observations and raise questions regarding
aspects of the service calls.
 HOW?
EXAMPLES

EXAMPLES
05
Model Building
Learners are tasked with creating a decision-making flow chart model for the purpose of
designing different types of systems, including substation planning and node placement. The
models are subsequently shared with the training class and their effectiveness discussed.

06
Simulation
Learners are assembled into small teams and tasked with collaborating to resolve mass
connectivity issues within neighborhoods centered on problems with master relay switch
product models.  Creative solutions are encouraged through the inclusion of different causes
of connectivity outages. 

07
Choice Board
For learning fundamentals of circuit board design in specific router and switch product
models, learners are provided with a choice board that allows them to select learning
activities that appeal to their interests.  The board is structured so that they are required to
achieve each of the three learning objectives for this introductory training.
 HOW?
MULTICULTURAL FACTORS

DIVERSITY
RELIGION C U LT U R E LANGUAGE

SEXUAL DIVERSITY EETTHHNN II C

C II T
TYY
O R I E N TAT I O N
CHARACTERISTICS
SOCIO
EXCEPTION-
GENDER ECONOMIC
ALITY S TAT U S

Multicultural learning is achieved through the aforementioned strategies  using

the following principles:

CULTURALLY RESPONSIVE
(Tiered assignments, pair-share and mentor study) Celebrates individual and
collective accomplishments, provides mentoring in self-advocacy, facilitates critical thinking, and uses
cooperative learning groups.

SHARED DECISION-MAKING
(Choice boards, simulations, model-building, group discussion) Principles of shared decision-making
and democratic citizenship are promoted.

MULTIPLE PERSPECTIVES
(Pair-share, tiered assignments, model-building, group discussion) Information encompasses
multiple perspectives and voices. Critical thinking and problem-solving are facilitated, including having
learners critically examine their choices. (Delinda & Whittaker, 2006 ) 
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